Readers' Theater:  Readers' Theater:  A A

Teaching Strategy Teaching Strategy for Health for Health EducatorsEducators

Kathleen M. Lux, PhD, RN, BC, Kathleen M. Lux, PhD, RN, BC, CHESCHES

Jane B. Hutcheson, MS, RNJane B. Hutcheson, MS, RNCapital UniversityCapital University

Department of NursingDepartment of NursingColumbus, OHColumbus, OH

ObjectivesObjectives Identify 3 Identify 3

components of components of readers’ theaterreaders’ theater

State 2 outcomes of State 2 outcomes of readers’ theaterreaders’ theater

Discuss a readers’ Discuss a readers’ theater presentationtheater presentation

Identify an Identify an assessment assessment strategy strategy

History History

Began in the late 1940’s as an option to live Began in the late 1940’s as an option to live theater which would be more accessible to theater which would be more accessible to people.people.

In the 1960’s, RT became popular in college In the 1960’s, RT became popular in college theater departments where it spread to theater departments where it spread to secondary English education.secondary English education.

These graduates brought RT scripts into high These graduates brought RT scripts into high school English classes. school English classes.

From there, RT has recently been used to From there, RT has recently been used to assess student literacy and has moved into assess student literacy and has moved into elementary and middle schools. elementary and middle schools.

Uses and OutcomesUses and Outcomes

RT a low cost teaching strategyRT a low cost teaching strategy Is effective in several different academic Is effective in several different academic

disciplines to improve language arts. disciplines to improve language arts. It has been used in English, Social Studies, It has been used in English, Social Studies,

Medical and Nursing Schools.Medical and Nursing Schools. Can be used to educate about different Can be used to educate about different

cultures.cultures. Fosters a love of reading and provides a fun Fosters a love of reading and provides a fun

way to teach facts, history, social issues, way to teach facts, history, social issues, ethics and/or health.ethics and/or health.

Readers’ TheatreReaders’ Theatre

A scripted, formalized story-telling A scripted, formalized story-telling experience.experience.

Involves the oral presentation of text by Involves the oral presentation of text by two or more readers.two or more readers.

Provides the opportunity to look into and Provides the opportunity to look into and thoughtfully contemplate a story as thoughtfully contemplate a story as viewers from the outsideviewers from the outside

The goal is to stimulate thinking about the The goal is to stimulate thinking about the stories so cast and audience can engage stories so cast and audience can engage in meaningful discussion. (Savitt, 2002)in meaningful discussion. (Savitt, 2002)

Readers’ TheaterReaders’ TheaterDoes not involve the Does not involve the

use of scenery, props use of scenery, props or costumesor costumes

Relies on vocal ability Relies on vocal ability of the readers to of the readers to paint a picture of the paint a picture of the characterscharacters

Readers sit or stand Readers sit or stand for emphasis, for emphasis, otherwise no body otherwise no body movements, gestures movements, gestures or eye contactor eye contact

Readers’ TheaterReaders’ Theater Read from a scriptRead from a script Oral dramatization Oral dramatization

weaves and connects the weaves and connects the voices creating an voices creating an affective learning affective learning environment. (Pardue, environment. (Pardue, 2004)2004)

““Like radio drama, Like radio drama, audience members audience members imagine the scenes taking imagine the scenes taking place before them.” place before them.” (Savitt, 2002, pg xv.)(Savitt, 2002, pg xv.)

PreparationPreparation

Can be done in advanceCan be done in advanceCan be done in classCan be done in classEach reader has own scriptEach reader has own script Is helpful to highlight individual linesIs helpful to highlight individual linesReadings vary from a few minutes to Readings vary from a few minutes to

30 minutes30 minutes

Discussion of ScriptDiscussion of Script

Health educator poses Health educator poses questions to generate questions to generate student thinking about student thinking about issues and messages issues and messages imbedded in the playimbedded in the play

Questions can be found Questions can be found with script (Savitt, with script (Savitt, 2002) or composed by 2002) or composed by cast or educatorcast or educator

Outcomes of Readers’ Outcomes of Readers’ TheaterTheater

Helps participants and audience Helps participants and audience understand feelings and emotions of understand feelings and emotions of the charactersthe characters

Provides opportunity for reflection Provides opportunity for reflection and group discussionand group discussion

Heightened connection of learners to Heightened connection of learners to the situationsthe situations

Engaging teaching strategyEngaging teaching strategy

Reader’s Theater in the Class Reader’s Theater in the Class RoomRoom

Use of readers’ theater with students Use of readers’ theater with students in a health education class.in a health education class.

Death by Chocolate Death by Chocolate Does anyone want to Does anyone want to

volunteer?volunteer?

Lights! Cameras! Action!Lights! Cameras! Action!

QuestionsQuestions

Discussion QuestionsDiscussion QuestionsWhat are Jim’s unhealthy lifestyle What are Jim’s unhealthy lifestyle

behaviors? What are Jim’s healthy behaviors? What are Jim’s healthy lifestyle choices?lifestyle choices?

What do you think of Jim’s behavior What do you think of Jim’s behavior after his health risk assessment? If after his health risk assessment? If you had been Jim, what would you you had been Jim, what would you have done?have done?

Questions continuedQuestions continued

What role does the dream play in What role does the dream play in Jim’s health behaviors?Jim’s health behaviors?

How do individuals make their How do individuals make their lifestyle choices? How do you lifestyle choices? How do you change lifestyle behaviors?change lifestyle behaviors?

What decision do you think Jim will What decision do you think Jim will make and why?make and why?

Assessment Strategies Assessment Strategies

For process evaluation, the teacher notes For process evaluation, the teacher notes how many students participate in the how many students participate in the group discussion. group discussion.

Death by ChocolateDeath by Chocolate can be used to can be used to stimulate discussion of the students’ stimulate discussion of the students’ lifestyles. lifestyles.

To engage students in their own learning, To engage students in their own learning, they can write a short script about a they can write a short script about a health behavior change they want to health behavior change they want to make. make.

Assessment Strategies Assessment Strategies

Another way to incorporate RT into Another way to incorporate RT into learning is to have students journal on learning is to have students journal on their health behavior change process.their health behavior change process.

Journal assignments could include Journal assignments could include directed questions related to RT directed questions related to RT content. content.

Or, a short evaluation form may be Or, a short evaluation form may be used to check for changes in students’ used to check for changes in students’ attitudes or knowledge.attitudes or knowledge.

ObjectivesObjectives Identify 3 Identify 3

components of components of readers’ theaterreaders’ theater

State 2 outcomes of State 2 outcomes of readers’ theaterreaders’ theater

Discuss a readers’ Discuss a readers’ theater presentationtheater presentation

Identify an Identify an assessment strategy assessment strategy

ReferencesReferences

Hutcheson, J. (2010) Death by Chocolate, Hutcheson, J. (2010) Death by Chocolate, Non published Readers’ Theater script.Non published Readers’ Theater script.

Pardue, K. (2004). Introducing readers’ Pardue, K. (2004). Introducing readers’ theatre! A strategy to foster aesthetic theatre! A strategy to foster aesthetic knowing in nursing. knowing in nursing. Nurse Educator, Nurse Educator, 29 29 (2), 58 -62.(2), 58 -62.

Savitt, T. (Ed.). (2002). Savitt, T. (Ed.). (2002). Medical readers’ Medical readers’ theater, a guide and scripts. theater, a guide and scripts. Iowa City, Iowa City, University of Iowa Press.University of Iowa Press.